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Anchor Paper – Document–Based Essay—Level 3 – B

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Anchor Paper – Document–Based Essay—Level 3 – B

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Anchor Paper – Document–Based Essay—Level 3 – B

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Anchor Level 3-B

The response:

• Develops all aspects of the task with little depth for Executive Order 9066 and the USA Patriot

Act

• Is more descriptive than analytical (Executive Order 9066: the attack on Pearl Harbor led many

Americans, who already held racist feelings towards Japanese Americans, to become even more

suspicious; President Franklin D. Roosevelt was convinced by California politicians and

military officials to relocate Japanese Americans from the West Coast; Roosevelt believed that

every measure possible had to be taken in order to best protect the citizens of the United States

against possible threats from our enemy, the Japanese; the opposition believed that it punished

innocent citizens based on nothing but their ethnicity; some believed that it came from the deep-

rooted racism and hostility white men held against the Japanese because they feared their

numbers and economic competition; some argued that the government was out of line with this

action and should be held accountable; some argued that the federal government has the

responsibility of protecting the liberties of the many even though it might mean sacrificing the

liberties of the few; USA Patriot Act: supporters believed it would help prevent any new attacks

against the United States; sacrificing personal rights such as the right to privacy would better

help the government to protect the entire nation; people who did not support it believed that

President Bush was undermining the Constitution; some people felt the act gave the government

too much power; citizens believed they needed protection but some believed that the Act went

beyond reasonable measures)

• Incorporates some relevant information from documents 4, 5, 6, 7, 8, and 9

• Incorporates limited relevant outside information (Executive Order 9066: increased paranoia

about Japanese began to hit many West Coast Americans as newspaper and radio coverage

became more sensational; some people argued that innocent citizens were being sent to camps

without due process; very few Japanese citizens were disloyal to the United States government

but yet they suffered by being made to leave their farms, homes, and businesses)

• Includes some relevant facts, examples, and details (Executive Order 9066: it relocated

Japanese Americans to internment camps during World War II; it was issued shortly after the

attack on Pearl Harbor; residents of the West Coast became fearful of ethnic Japanese who lived

among them; Roosevelt stated it would help protect the national security during time of war;

USA Patriot Act: the passage happened shortly after the events of September 11, 2001; the

nation was plunged into a state of fear and panic following the terrorist attacks in New York

City and Washington; it granted the federal government the power to conduct surveillance on all

forms of communication that might be used by potential terrorists, such as cell phone or email;

the goal was to help federal agencies better uncover and prevent potential threats to national

security)

• Demonstrates a satisfactory plan of organization; includes an introduction that during times of

crisis or war civilians are often called upon to help their country in different ways, and a

conclusion that decisions exceeding the limitations of the federal government’s power affect the

whole country

Conclusion: Overall, the response fits the criteria for Level 3. Outside historical references and

some document analysis combine to add substance to supporting and opposing arguments regarding

Executive Order 9066. Although recognizing the challenges posed by terrorism, the discussion

relies primarily on document information.

U.S. Hist. & Gov. Rating Guide – Aug. ’12 [51] Vol. 2

Anchor Paper – Document–Based Essay—Level 3 – C

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Anchor Paper – Document–Based Essay—Level 3 – C

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Anchor Paper – Document–Based Essay—Level 3 – C

Anchor Level 3-C

The response:

• Develops all aspects of the task with little depth for the Espionage and Sedition Acts and

Executive Order 9066

• Is more descriptive than analytical (Espionage and Sedition Acts: it was important to support

government policies during war and not be negative; the government felt threatened by public

opinion that was not unified and used them to try and control the debate; people, especially

those who disagreed about the war, felt like their rights might permanently be threatened by the

acts; Executive Order 9066: it was passed to protect the country in any way possible just as they

had done in World War I; some thought the United States went too far in the name of national

security)

• Incorporates some relevant information from documents 1, 2, 3, 4, 5, and 6

• Incorporates limited relevant outside information (Espionage and Sedition Acts: immigrant

groups depending on where they came from disagreed on which country should be our ally; free

speech has been a right since the Bill of Rights was added to the Constitution; Executive Order

9066: “the day of infamy” is what sparked the relocating of Japanese Americans)

• Includes some relevant facts, examples, and details (Espionage and Sedition Acts: World War I

was the main reason for the acts; pro-German propaganda had gone unchecked for the first few

months of the war; the acts made it illegal to try to interfere with anything to do with the

military’s success; Schenck urged people to resist the draft and was convicted because the

Supreme Court felt that there was a “clear and present danger”; Executive Order 9066: Japanese

Americans were relocated during World War II shortly after the Japanese attacked Pearl Harbor;

individuals who were born on United States soil, but from Japanese descent, were sent to

internment camps; even though Korematsu was born in the United States and no claim was

made that he was disloyal to the country he was still treated like the enemy and was ordered to

leave his home and relocate); includes a minor inaccuracy (Executive Order 9066: Japanese

attack on Pearl Harbor in 1942)

• Demonstrates a satisfactory plan of organization; includes an introduction that questions

whether the United States government ever went too far when taking action to protect the

country and a conclusion that Americans like their rights and when they feel they have been

violated, they sometimes feel threatened by the government

Conclusion: Overall, the response fits the criteria for Level 3. Limited outside information is

balanced by a few analytical references which, in the case of the Espionage and Sedition Acts,

strengthen the discussion. While there is a reference to comparable government actions during

World War I and World War II, it is not developed.

U.S. Hist. & Gov. Rating Guide – Aug. ’12 [54] Vol. 2

Anchor Paper – Document–Based Essay—Level 2 – A

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Anchor Paper – Document–Based Essay—Level 2 – A

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Anchor Paper – Document–Based Essay—Level 2 – A

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Anchor Level 2-A

The response:

• Minimally develops all aspects of the task for Executive Order 9066 and the Espionage and

Sedition Acts

• Is primarily descriptive (Executive Order 9066: American people were fearful of the ethnic

Japanese around them; the order to place Japanese Americans in isolated internment camps

where they would be constantly watched grew from these fears; those who opposed it saw it as

immoral and unfair to imprison someone who was born on United States ground and should be

protected under the Constitution like any other citizen; it is only one example of the federal

government passing laws that violate civil liberties; Espionage and Sedition Acts: they were

passed due to the criticism and disloyalty the government faced during the time of war; during a

time of war the armed forces were extremely important to the safety of the nation); includes

faulty and weak application (Espionage and Sedition Acts: the acts were used to imprison those

who negatively spoke out against government involvement in the military and war efforts; the

Supreme Court justified them by saying some newspaper articles and news opinions criticized

the government so much that they would possibly make people not want to join the armed

forces; Executive Order 9066: Japanese Americans had failed to assimilate into society)

• Incorporates limited relevant information from documents 1, 2, 4, and 5

• Presents little relevant outside information (Executive Order 9066: in the attack on Pearl Harbor

Japanese planes dropped bombs, ruined war supplies, and took many American lives; some felt

it was not fair to isolate Japanese Americans who had nothing to do with the initial crime)

• Includes few relevant facts, examples, and details (Executive Order 9066: it was an order to

place Japanese Americans in internment camps which resulted from the attack on Pearl Harbor;

Espionage and Sedition Acts: they were passed by Congress during World War I; in the Bill of

Rights citizens had the freedom of speech which was violated by the acts)

• Demonstrates a general plan of organization; includes an introduction and a conclusion that are

a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 2. Although an incorrect assumption is

made regarding assimilation and internment, some understanding of document information and its

relation to the task is demonstrated. The opposition argument in both cases could have been

strengthened by more supporting facts and details.

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Anchor Paper – Document–Based Essay—Level 2 – B

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Anchor Paper – Document–Based Essay—Level 2 – B

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Anchor Paper – Document–Based Essay—Level 2 – B

Anchor Level 2-B

The response:

• Minimally develops all aspects of the task for the USA Patriot Act and Executive Order 9066

• Is primarily descriptive (USA Patriot Act: after the attacks in Washington and New York the

government felt it necessary to limit some civil liberties in order to protect its people;

government supported its action by saying that they were taking measures to stop terrorism

while it was still being organized; many of the opposition believed the new power was an

invasion of their privacy and a restriction on their rights; Executive Order 9066: many people

felt that Japanese Americans were not assimilated or loyal to our country; some people felt the

internment was the result of racism and paranoia; Japanese Americans were legally United

States citizens and had a right to freedom)

• Incorporates limited relevant information from documents 4, 5, 6, 7, and 8

• Presents little relevant outside information (USA Patriot Act: the most infamous attack was on

the World Trade Center building on September 11 that took many innocent lives)

• Includes few relevant facts, examples, and details (USA Patriot Act: it was passed because of

acts of terrorism; it gave the government powers to survey communication to stop a terrorist

attack before it could even start; Executive Order 9066: internment was enacted during World

War II; the Japanese attack on Pearl Harbor was a big blow to Americans; Franklin Roosevelt

said the Japanese Americans were interred to ensure the country from espionage and sabotage)

• Demonstrates a general plan of organization; includes an introduction and a conclusion that are

a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 2. An understanding that troubling

circumstances can result in government limitations on civil liberties is demonstrated in a brief

discussion. While primarily relevant document information is used to address both actions,

statements about Japanese internment lack sufficient explanation.

U.S. Hist. & Gov. Rating Guide – Aug. ’12 [61] Vol. 2

Anchor Paper – Document–Based Essay—Level 2 – C

Anchor Paper – Document–Based Essay—Level 2 – C

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Anchor Paper – Document–Based Essay—Level 2 – C

Anchor Level 2-C

The response:

• Develops some aspects of the task for Executive Order 9066 and the USA Patriot Act

• Is primarily descriptive (Executive Order 9066: people of California were afraid of Japanese

residents; Roosevelt argued that necessary actions must be taken to protect the nation during

wartime; Kutler felt that the government passed the internment act as an act of racism and

insecurity towards foreigners; Justice Robert Jackson argued that many in question were citizens

and that removing them from society to live in isolation was unconstitutional; USA Patriot Act:

some felt it infringed on the privacy of American citizens; many felt it was not necessary and

that the government was taking drastic measures in protecting the United States); includes faulty

and weak application (Executive Order 9066: it sent all Japanese Americans, citizens or not, to

internment camps and they were forced to give up all their property and belongings; many

foreigners in question were citizens; people of California felt Japanese residents were in league

with the Japanese armies and could attack the West)

• Incorporates limited relevant information from documents 4, 5, 6, 7, 8, and 9

• Presents no relevant outside information

• Includes few relevant facts, examples, and details (Executive Order 9066: it was passed

following the events at Pearl Harbor during World War II; military defense bases were set up;

USA Patriot Act: it was established in 2001 by George W. Bush after 9/11; it gives the

government the right to wiretap possible terror suspects, allowing them to intercept calls, texts,

emails, or communication of any sort); includes an inaccuracy (Executive Order 9066:

Theodore Roosevelt instead of Franklin D. Roosevelt)

• Demonstrates a general plan of organization; includes an introduction and a conclusion that

when a nation is affected by war, the government must act in a manner that protects the people

Conclusion: Overall, the response fits the criteria for Level 2. Although misconceptions regarding

the Japanese American internment weaken the discussion, a limited understanding of its

controversial nature is demonstrated. Historical circumstances surrounding Executive Order 9066

and the passage of the USA Patriot Act are limited to the mentioning of a date and an event. A brief

explanation of the action is presented as a supporting argument.

U.S. Hist. & Gov. Rating Guide – Aug. ’12 [64] Vol. 2

Anchor Paper – Document–Based Essay—Level 1 – A

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Anchor Paper – Document–Based Essay—Level 1 – A

U.S. Hist. & Gov. Rating Guide – Aug. ’12 [66] Vol. 2

Anchor Level 1-A

The response:

• Minimally develops some aspects of the task for Executive Order 9066 and the USA Patriot Act

• Is descriptive (Executive Order 9066: the government thought that Japanese Americans would

betray America; government officials in California called for the relocation of Japanese

Americans because the West Coast was much closer to Japan than every other part of the United

States; the government thought that if Japanese planes landed in California Japanese Americans

would help them; the government wanted to protect the United States against espionage and

sabotage in time of war; those who opposed the government’s action believed if you are born on

American soil you are a citizen of the United States of America; USA Patriot Act: the goal of

the act was to stop anyone who wanted to do something bad to the United States; those who

opposed the government’s action said civil liberties was a significant price to be paid as various

acts of national security were adopted)

• Includes minimal information from documents 4, 5, 6, 7, 8, and 9

• Presents no relevant outside information

• Includes few relevant facts, examples, and details (Executive Order 9066: in 1942 World War II

was going on; Japanese were attacking Americans; USA Patriot Act: on September 11, 2001

New York City was attacked; it gave the federal government new power; it gave law officials

better tools to put an end to financial counterfeiting, smuggling, and money laundering)

• Demonstrates a general plan of organization; includes an introduction that is a restatement of the

theme and a brief conclusion that when the United States is at war things change and people are

sometimes not okay with it

Conclusion: Overall, the response fits the criteria for Level 1. An attempt is made to use relevant

information from the documents to establish historical circumstances for both actions. Statements

that represent arguments to support the government action are presented without explanation.

Statements representing arguments against the government action are vague.

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Anchor Paper – Document–Based Essay—Level 1 – B

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Anchor Paper – Document–Based Essay—Level 1 – B

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Anchor Level 1-B

The response:

• Minimally develops some aspects of the task for the Espionage and Sedition Acts and the USA

Patriot Act

• Is descriptive (Espionage and Sedition Acts: they deprived people of their constitutional rights;

the government claimed they were passed to protect the country’s security; people felt the acts

were a way the President could screen himself from criticism; people’s constitutional rights

were limited if they created “a clear and present danger”; printing of leaflets could be intended

to obstruct the recruiting of armed forces; USA Patriot Act: it was to prevent acts of terrorism);

lacks understanding and application (Espionage and Sedition Acts: they gave the government

the right to do anything to prevent people from speaking out against the military; USA Patriot

Act: it resulted in the absence of constitutional rights)

• Includes minimal information from documents 1, 2, 7, and 9

• Presents no relevant outside information

• Includes few relevant facts, examples, and details (USA Patriot Act: it was passed in 2001 after

the tragic September 11, 2001 attack; the attack prompted a change in national security, law

enforcement, and intelligence operations; more than half the citizens felt the act did not go far

enough to protect us)

• Demonstrates a general plan of organization; includes an introduction that is a restatement of the

theme and a conclusion that actions of the federal government resulted in ignoring citizens’

constitutional rights

Conclusion: Overall, the response fits the criteria for Level 1. Document information is used to hint

at historical circumstances associated with the USA Patriot Act. Arguments supporting and

opposing the government actions, although document-based, are poorly stated and demonstrate very

little understanding.

U.S. Hist. & Gov. Rating Guide – Aug. ’12 [70] Vol. 2

Document–Based Essay—Practice Paper – A

Document–Based Essay—Practice Paper – A

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Document–Based Essay—Practice Paper – A

Document–Based Essay—Practice Paper – B

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Document–Based Essay—Practice Paper – B

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Document–Based Essay—Practice Paper – B

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Document–Based Essay—Practice Paper – C

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Document–Based Essay—Practice Paper – C

Document–Based Essay—Practice Paper – C

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Document–Based Essay—Practice Paper – D

Document–Based Essay—Practice Paper – E

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Document–Based Essay—Practice Paper – E

Document–Based Essay—Practice Paper – E

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U.S. Hist. & Gov. Rating Guide – Aug. ’12 [83] Vol. 2

Practice Paper A—Score Level 3

The response:

• Develops all aspects of the task with little depth but discusses Executive Order 9066 more

thoroughly than the USA Patriot Act

• Is more descriptive than analytical (Executive Order 9066: Pearl Harbor made many people on

the West Coast anxious because of its geographic location; internment was designed to

eliminate the possibility of trouble on the home front during a national emergency; in

Korematsu v. United States many points were made that strongly favored Korematsu’s defense;

arguments stated that internment was because of the insecurity of military officials; USA Patriot

Act: after the September 11, 2001 terrorist attacks it was passed as a precaution to better the

chances of the government finding potential terrorist threats and hopefully eliminating them

before other attacks could occur; people who argued against it believed it was a direct

interruption of their privacy; it significantly increased the power of the federal government to

monitor different forms of communication)

• Incorporates some limited relevant information from documents 4, 5, 6, 7, 8, and 9

• Incorporates relevant outside information (Executive Order 9066: although it was never proven

that there was widespread sabotage or treason by the Japanese American community, it was an

extra step taken to ensure the public’s safety; it would hopefully prevent even the slightest

possibility of spy activities; the intent of the camps was not to physically harm or mistreat

Japanese Americans although psychologically they did great harm; nativist Californians who

were anti-Japanese American had supported legislation to limit the right of Japanese Americans

to become citizens and own land; the federal government made them relocate to camps without

evidence of wrongdoing basically because they were of Japanese descent)

• Includes some relevant facts, examples, and details (Executive Order 9066: the Supreme Court

case of Korematsu v. United States said that relocation of Japanese Americans to internment

camps during World War II was constitutional; Korematsu was an American citizen and a

native to the United States; USA Patriot Act: most Americans agreed that the government

should resort to almost any means necessary to stop terrorism; there was controversy over how

much power the government should have in monitoring communication)

• Demonstrates a satisfactory plan of organization; includes an introduction that war has brought a

unique sense of urgency and security to the nation and a conclusion that steps taken to ensure

national security have been necessary sacrifices for the good of America

Conclusion: Overall, the response fits the criteria for Level 3. The premise that actions taken by the

federal government have had implications beyond their intent and that compromising civil liberties

can have mixed results are supported by good document analysis. Further development of ideas and

the inclusion of relevant outside information would have strengthened the discussion of the USA

Patriot Act.

U.S. Hist. & Gov. Rating Guide – Aug. ’12 [84] Vol. 2

Practice Paper B—Score Level 5

The response:

• Thoroughly develops all aspects of the task evenly and in depth for the Espionage and Sedition

Acts and Executive Order 9066

• Is more analytical than descriptive (Espionage and Sedition Acts: some saw them as a way for

the government to limit criticism of its war efforts and control public opinion; Senator La

Follette stated that Americans needed to be allowed free speech during wars when the

government becomes more powerful; passing legislation targeting individuals who disagree

with the government goes against our democratic ideals; Executive Order 9066: Pearl Harbor

made Americans, particularly those on the West Coast, very afraid of a possible Japanese

invasion; people living on the West Coast, perhaps due to long-term “yellow peril” racism and

paranoia, began to say that the Japanese Americans living in their areas might actually be spies;

taking a chance of having so many enemies “within” did not make sense to some when so much

had to be done to win a war against the Japanese and Germans; Justice Jackson thought

internment was unconstitutional)

• Incorporates relevant information from documents 1, 2, 3, 4, 5, and 6

• Incorporates substantial relevant outside information (Espionage and Sedition Acts: this was

consistent with our foreign policy traditions all the way back to George Washington and his

Proclamation of Neutrality; most Americans were finally convinced of the war’s idealistic goals

and saw them as a way to protect democracy; some saw the war as a waste of men and material

for a war thousands of miles away; some who were not sympathetic to the British started

spreading ill rumors and pushing pro-German propaganda; national government saw dissent as a

dampener on the war effort; many Americans supported the acts as patriotic and necessary to

keep radical antiwar groups in their place; they were as controversial as the Alien and Sedition

Acts were in the 1790s; Executive Order 9066: the Japanese Imperial fleet destroyed most of the

United States Pacific fleet at Pearl Harbor; it kept the Japanese Americans in relocation camps

for more than three years; a congressional apology for the internment does not erase the terrible

violation of civil liberties)

• Richly supports the theme with many relevant facts, examples, and details (Espionage and

Sedition Acts: Espionage Act allowed the government to arrest and imprison people seen as

spreading negative opinions about the war; Sedition Act made it illegal to say or write anything

disloyal about the government or the armed services; Espionage Act led to Schenck’s

imprisonment for passing out leaflets to people saying not to support the draft; Executive Order

9066: it allowed for relocation of Japanese Americans on the basis of ethnic origin to internment

camps in the interior of the United States; Justice Jackson stated that Korematsu’s heritage was

the reason for his internment; the Supreme Court ruled that internment policies were a military

necessity)

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion

that while we are seen by many countries as a country of freedoms, there have been times when

the United States has had to limit the rights of the people

Conclusion: Overall, the response fits the criteria for Level 5. A good knowledge of historical

factors influencing support for the passage of the Espionage and Sedition Acts sets the stage for a

thorough discussion of arguments supporting and opposing those actions. Limited historical

information about Executive Order 9066 is offset by sophisticated analytical conclusions that reflect

a thoughtful approach to document interpretation.

U.S. Hist. & Gov. Rating Guide – Aug. ’12 [85] Vol. 2

Practice Paper C—Score Level 3

The response:

• Develops most aspects of the task with some depth for Executive Order 9066 and the USA

Patriot Act

• Is more descriptive than analytical (Executive Order 9066: American citizens feared that

Japanese Americans would become traitors and sabotage American war efforts; some believed

the act was overly drastic and denied rights to legal Japanese American citizens; Stanley Kutler

wrote that very few Japanese were disloyal and “no military necessity existed to justify so

Draconian a measure”; Justice Jackson stated that the Japanese were being unfairly treated

because they were “law abiding and well disposed” and their only “crime” was being of

Japanese birth; many Japanese Americans were Nisei and harbored very little sentimental

connections to their native land; USA Patriot Act: the majority of American citizens supported

the Act, stating that they would rather protect the country from terrorist attacks even if it meant

possible government infringement on their civil liberties; some stated the Act denied American

citizens’ right to privacy; people protested the invasive and intrusive acts of the government into

their private lives; many citizens felt discomfort with the lack of privacy and the dismissal of

their privacy rights and freedom of speech)

• Incorporates some relevant information from documents 4, 5, 6, 7, 8, and 9

• Incorporates limited relevant outside information (Executive Order 9066: with the bombing of

Pearl Harbor, the Japanese initiated a conflict between America and Japan that led to American

involvement in the second World War; many years later the government formally apologized to

the Japanese internment camp survivors and awarded compensation for their material losses;

USA Patriot Act: federal courts have declared some parts of the Act unconstitutional)

• Includes some relevant facts, examples, and details (Executive Order 9066: oil installations near

Santa Barbara were shelled in February 1942; the government supported the relocation of

persons of Japanese ancestry; President Roosevelt stated that the successful prosecution of war

required every possible protection against espionage and against sabotage to national self-

defense material; USA Patriot Act: it was a response to the terrorist attacks on September 11,

2001, the anthrax mailings, and American fear of another terrorist attack; it changed the laws

governing information sharing; government could initiate the surveillance of communications

legally, which included phone-tapping, emails, Internet, and cell phones); includes an

inaccuracy (Executive Order 9066: Executive Order 9022)

• Demonstrates a satisfactory plan of organization; includes an introduction that is a restatement

of the theme and a conclusion that no matter how much America needed protection, many

believed that citizens’ rights should be respected

Conclusion: Overall, the response fits the criteria for Level 3. The documents are used to frame the

response to make key points. Quotations from documents are aligned with the task. A methodical

approach to the development of the task is enhanced by the inclusion of some analytical statements.

U.S. Hist. & Gov. Rating Guide – Aug. ’12 [86] Vol. 2

Practice Paper D—Score Level 0

The response:

Attempts to develop the task; refers to the theme in a general way; includes no relevant facts,

examples, and details

Conclusion: Overall, the response fits the criteria for Level 0. Although there is recognition that the

Espionage and Sedition Acts are different, that is not relevant to the task. There is no indication of

an understanding of the task.

Practice Paper E—Score Level 2

The response:

• Minimally develops some aspects of the task for the Espionage and Sedition Acts and the USA

Patriot Act

• Is primarily descriptive (Espionage and Sedition Acts: they were passed because many negative

rumors began to spread; people in favor of Germany had sent out propaganda which was left

unchecked; the government could now control what the people said; Congress had to prevent a

“clear and present danger”; the Supreme Court said it was the job of the government to make

certain that no one interfered with the army even if that meant taking away freedom of speech;

Senator La Follette argued that citizens and representatives in Congress, especially in times of

war, must be allowed to maintain freedom of speech; without freedom of speech there is no way

to express the ideas of the people; others believed they were far too drastic and that such severe

action was not needed; USA Patriot Act: some feared the government would not do enough;

those against it said it went against the Constitution); includes faulty and weak application

(Espionage and Sedition Acts: the Supreme Court’s argument to support them was backed up by

Rehnquist; USA Patriot Act: people wanted the government to do all they could to protect the

civil liberties of people, no matter what the cost)

• Incorporates limited relevant information from documents 1, 2, 3, 7, 8, and 9

• Presents no relevant outside information

• Includes few relevant facts, examples, and details (Espionage and Sedition Acts: they gave the

government the ability to limit freedom of speech; America’s military preparations were being

criticized; the act said that any statement that interfered with the armed forces or was disloyal to

the army was now to be punished; USA Patriot Act: after the attack on September 11, 2001 the

nation was put into a state of chaos; threat after threat was coming in and anthrax mailings

became a constant concern; according to President Bush it gave law officials better tools to put

an end to financial counterfeiting, smuggling, and money laundering)

• Demonstrates a general plan of organization; includes an introduction that is a restatement of the

theme and a conclusion that is unclear and confusing

Conclusion: A limited understanding of the task is demonstrated. While document information

related to arguments supporting and opposing the Espionage and Sedition Acts and the USA Patriot

Act is provided, this information is not explained or clarified.

U.S. Hist. & Gov. Rating Guide – Aug. ’12 [87] Vol. 2

United States History and Government Specifications

August 2012

Part I

Multiple-Choice Questions by Standard

Standard Question Numbers

1—United States and New York History 1, 2, 6, 9, 12, 13, 14, 15, 18, 20, 21, 22, 27, 29, 30, 31, 33, 37, 38, 39, 42, 44, 45, 46

2—World History 34, 35, 41, 47

3—Geography 3, 19, 28, 36, 48

4—Economics 4, 17, 24, 26, 32, 43, 50

5—Civics, Citizenship, and Government 5, 7, 8, 10, 11, 16, 23, 25, 40, 49

Parts II and III by Theme and Standard

Theme STANDARDS

Thematic Essay

Reform Movements (Industrialization); Economic Systems; Immigration and Migration; Environment

Standards 1, 3, 4, and 5: United States and New York History; Geography; Economics; Civics, Citizenship, and Government

Document-based Essay

Government; Constitutional Principles; Citizenship; Foreign Policy; Presidential Decisions and Actions

Standards 1, 2, 3, and 5: United States and New York History; World History; Geography; Civics, Citizenship, and Government

Notes:

Part I and Part II scoring information is found in Volume 1 of the Rating Guide.

Part III scoring information is found in Volume 2 of the Rating Guide.

U.S. Hist. & Gov. Rating Guide – Aug. ’12 Vol. 2

Submitting Teacher Evaluations of the Test to the Department

Suggestions and feedback from teachers provide an important contribution to the testdevelopment process. The Department provides an online evaluation form for State assess-ments. It contains spaces for teachers to respond to several specific questions and to makesuggestions. Instructions for completing the evaluation form are as follows:

1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.

2. Select the test title.

3. Complete the required demographic fields.

4. Complete each evaluation question and provide comments in the space provided.

5. Click the SUBMIT button at the bottom of the page to submit the completed form.

The Chart for Determining the Final Examination Score for the August 2012Regents Examination in United States History and Government will be posted onthe Department’s web site at: http://www.p12.nysed.gov/apda/ on the day of theexamination. Conversion charts provided for the previous administrations ofthe United States History and Government examination must NOT be used todetermine students’ final scores for this administration.